University Partnerships with the Corporate Sector

Winkle, Carter A.

doi:10.1163/9789004259263

Cited by 5 publications

(2 citation statements)

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“…The colonial nature of criminology and the white, male, straight, cis-gendered lens through which criminological topics have been viewed, alongside the impenetrable focus on the global north, has long been problematised (Agozino, 2003; Blagg & Anthony, 2019; Carrington et al, 2018; Connell, 2007; Cunneen & Rowe, 2014; Parmar, 2017). Numerous calls to action from feminist and critical race theorists (Carpenter et al, 2021; Coyle, 2010; Cunneen & Tauri, 2016; Walklate et al, 2020; Wonders, 2020) have meant that some space within the discipline has been reclaimed, however, the criminology curriculum remains overwhelmingly white and male. This paper presents analysis of reading lists to highlight that in our teaching of criminology the space for marginalised and excluded voices is discrete, issues of race and gender are contained within specific specialist modules or limited to certain weeks of teaching.…”

Section: Introductionmentioning

confidence: 99%

Whose Voices are Prioritised in Criminology, and Why Does it Matter?

Stockdale

Sweeney

2022

Race and Justice

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This paper presents in-depth research into the reading lists used by a new criminology Bachelor of Arts degree programme at a post-92 English University. Previous research into structural inequalities in relation to race, ethnicity, and gender that exist within academia in relation to scholarly outlets, and that have focussed on scholarly influence, have charted the most cited or most significant texts in the field or explored gender and race discrepancies within elements of the publication process. In this paper we explore how scholarly work is included in our teaching practice and the impact reading lists have on the student experience of criminology. We highlight a distinct lack of representation and diversity within the authorship of texts in the context of both core and recommended reading for students. We found reading lists to be overwhelmingly white and male. Work by women and people of colour only tended to feature on distinct modules which focussed on gender or ethnicity, race, and crime. Voices from the global majority are excluded from fundamental concepts and criminological theory modules. This paper will discuss our research findings in depth, highlighting where Black and female voices are neglected, marginalised, and excluded in the criminology curriculum.

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Section: Introductionmentioning

confidence: 99%

Whose Voices are Prioritised in Criminology, and Why Does it Matter?

Stockdale

Sweeney

2022

Race and Justice

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“…SeeWinkle (2014) for more on ESL and pathway programs.5 Although American Studies instructors required much reading, students were not required to read the books in their entirety. SeeAnderson (2015) for variation in numbers of pages of required reading across disciplines.…”

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confidence: 99%

A Moves-Steps Approaching to Teaching EAP from Disciplinary Textbooks: A Case from American Studies

Berardo

2023

ILI

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Classroom application of a moves-steps analysis to textbooks allows the EAP practitioner to use authentic content from textbooks in different disciplines in the EAP classroom. First, the communicative purpose of moves and steps is reinterpreted as student learning outcomes (SLOs). Guided by the SLOs, EAP pedagogy can then focus on how the moves and steps are achieved toward helping students acquire the (pedagogical) discourse of the discipline. Converting moves and steps to SLOs also helps the general ESL practitioner become more familiar with this EAP perspective on disciplinary content facilitating the transition from general ESL to EAP (e.g., Campion 2016). Although the context for this paper is a university pathway program, the practice was also carried out in the university's Intensive English Program (IEP) making the practice relevant to different contexts. Strengths and limitations are included.1 See Berardo and Smith Herrod (2014) for discussion on using an anthology for EAP. 2 For more on AURC, see Berardo and Smith-Herrod (2015).

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Shifting Enrollment and Governance Challenges of Intensive English Programs

Winkle

Algren

2018

The TESOL Encyclopedia of English Language Teaching

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A key player in internationalization efforts and pre‐academic preparation of recruited English learners for success in tertiary education in American university campuses is the intensive English program (IEP). The IEP—whether institutionally governed, independently operated, or part of a corporate‐sector partnership venture—can serve as a feeder program for students who lack the requisite English language proficiency for direct admission. In this entry, the authors look at challenges in IEP enrollment, governance, and situatedness within a more corporatized model of higher education, peering into an unclear future with suggestions about what institutional leaders and planners might consider to help ensure a healthy IEP that can produce a steady flow of well‐prepared students into academic programs.

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University Partnerships with the Corporate Sector

Cited by 5 publications

References 0 publications

Whose Voices are Prioritised in Criminology, and Why Does it Matter?

Whose Voices are Prioritised in Criminology, and Why Does it Matter?

A Moves-Steps Approaching to Teaching EAP from Disciplinary Textbooks: A Case from American Studies

Shifting Enrollment and Governance Challenges of Intensive English Programs

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